Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date CHEM 120 Week 8 Discussion: Acid-Base Equilibrium Insights Understanding Acid-Base Equilibrium During my academic exploration of chemistry, I developed an in-depth comprehension of the fundamental principles behind acid-base equilibrium. This foundation allowed me to interpret and critically assess the discussion presented in the article Acid Trip: Let’s Retire the Terms “Disproportionate Hyper/Hypochloremia” for Electrolyte-Based Acid-Base Derangements by Nolen-Walston and Sharkey (2023). In their work, the authors challenge the continued use of the term “disproportionate hyper/hypochloremia”, arguing that it is both outdated and misleading when describing electrolyte-related acid-base disturbances. A clear understanding of acid-base equilibrium enables a better grasp of how electrolyte imbalances—particularly involving chloride—can influence the body’s pH regulation and contribute to various clinical disorders. This knowledge is essential for accurate diagnosis and effective patient management. What Is Acid-Base Equilibrium? Acid-base equilibrium refers to the state of balance between acidic and basic components in a solution. In biological systems, this balance is vital for sustaining normal metabolic processes. The pH scale, ranging from 0 to 14, measures how acidic or basic a solution is: For the human body, a stable blood pH of approximately 7.35–7.45 is critical. Even slight deviations can disrupt enzyme activity, oxygen delivery, and overall cellular function (Bauer, Birk, & Marks, 2019). The Role of Electrolytes in pH Regulation Electrolytes—charged particles such as sodium, potassium, and chloride—are central to pH control. Chloride, in particular, plays a role in maintaining electroneutrality and influencing bicarbonate concentration through mechanisms such as the chloride shift in red blood cells. Disruptions in chloride levels can lead to acid-base disorders with significant clinical consequences. Electrolyte Condition Impact on pH Common Causes Potential Consequences Hyperchloremia Lowers pH (acidosis) Excess saline infusion, renal tubular acidosis Reduced bicarbonate, metabolic acidosis Hypochloremia Raises pH (alkalosis) Prolonged vomiting, diuretics Metabolic alkalosis, impaired oxygen delivery Balanced chloride levels Maintains stable pH Adequate hydration, normal kidney function Optimal enzyme activity and metabolic processes Why Is the Term “Disproportionate Hyper/Hypochloremia” Outdated? According to Nolen-Walston and Sharkey (2023), the terminology “disproportionate hyper/hypochloremia” is scientifically imprecise and can cause diagnostic confusion. It fails to clearly indicate the acid-base status associated with chloride disturbances. The authors recommend replacing it with more clinically descriptive terms, such as: These terms directly communicate the direction of pH change and the underlying electrolyte abnormality, making them more practical for clinical application. How Can Using Accurate Terms Improve Clinical Practice? By adopting precise terminology, clinicians can more rapidly identify the nature of the imbalance, select targeted treatments, and avoid unnecessary interventions. For example, recognizing hyperchloremic acidosis may prompt a review of intravenous fluid therapy, while diagnosing hypochloremic alkalosis may lead to chloride replacement strategies. Accurate diagnosis also improves communication between healthcare professionals and supports evidence-based decision-making. Conclusion A strong grasp of acid-base equilibrium, paired with updated terminology, enhances diagnostic accuracy and patient care. Chloride imbalances significantly influence acid-base status, and describing these imbalances with terms such as hyperchloremic acidosis or hypochloremic alkalosis provides greater clarity than the outdated phrase “disproportionate hyper/hypochloremia.” As understanding in this area evolves, so should our clinical language—ensuring that it reflects both accuracy and clarity in practice. References Bauer, R. C., Birk, J. P., & Marks, P. (2019). Introduction to chemistry. McGraw-Hill Education. CHEM 120 Week 8 Discussion: Acid-Base Equilibrium Insights Nolen-Walston, R., & Sharkey, L. C. (2023). Acid trip: Let’s retire the terms “disproportionate hyper/hypochloremia” for electrolyte-based acid–base derangements. Veterinary Clinical Pathology, 52(2), 204–207. https://doi.org/10.1111/vcp.13264

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date Week 7 Review Quiz Question 1 If an atom loses electrons in a redox reaction, we say this atom was:Answer: Oxidized.When an atom loses electrons, it undergoes oxidation. This loss increases the atom’s oxidation state and typically occurs when the atom reacts with an oxidizing agent. For example, in the reaction of sodium with chlorine, sodium loses an electron to form Na⁺, indicating oxidation. Question 2 In the reaction CrO + H₂ → H₂O + Cr, the element being reduced is:Answer: Chromium (Cr).In this reaction, chromium gains electrons, thereby undergoing a reduction process. Reduction is identified by a decrease in the oxidation number of the atom involved. Question 3 What is the oxidizing agent in the reaction Fe³⁺ + V → Fe + V³⁺?Answer: Fe³⁺.An oxidizing agent causes oxidation in another species by accepting electrons. Here, Fe³⁺ accepts electrons from vanadium (V), becoming Fe, and thus acts as the oxidizing agent. Question 4 Which of the following molecules is not a hydrocarbon?Answer: Methanol.Hydrocarbons consist solely of hydrogen and carbon atoms. Methanol (CH₃OH) contains an oxygen atom, making it an alcohol, not a pure hydrocarbon. Question 5 Which of the following molecules contains a triple bond? Select all that apply: Molecule Contains Triple Bond? Pentyne Yes Butyne Yes Both pentyne and butyne are alkynes, a class of hydrocarbons with at least one carbon–carbon triple bond. Question 6 A key application of hydrocarbons is:Answer: Fuel.Hydrocarbons are widely used as fuels because they release significant amounts of energy upon combustion. Examples include gasoline, diesel, and natural gas. Question 7 The COOH group represents which functional group?Answer: Carboxyl group.The carboxyl functional group is characteristic of carboxylic acids and plays a key role in organic reactions such as esterification. Question 8 This type of hydrocarbon contains a carbon-to-carbon double bond:Answer: Alkene.Alkenes are unsaturated hydrocarbons characterized by at least one C=C double bond, which influences their chemical reactivity. Question 9 Which of the following would be classified as unsaturated hydrocarbons? Select all that apply. Molecule Classification CH₂=CH₂ Alkene (unsaturated) Propyne Alkyne (unsaturated) Unsaturated hydrocarbons contain double or triple bonds, which allow them to participate in addition reactions. Question 10 The name of the organic compound CH₃CH₂OCH₃ would be:Answer: Ethyl methyl ether.This is an ether, characterized by an oxygen atom linking two alkyl groups—in this case, ethyl and methyl groups. Question 11 Match each of the following formulas and names. Assume all numbers are subscripts. CHEM 120 Week 7 Review Quiz: Key Concepts and Questions Formula Name CH₄ Methane C₂H₆ Ethane C₂H₄ Ethene C₂H₂ Ethyne Question 12 Molybdenum-99 decays by beta decay emission, resulting in an electron and:Answer: Technetium-99.During beta decay, a neutron converts to a proton, emitting an electron (beta particle) and producing a new element with an atomic number increased by one. Question 13 Tin-126 undergoes electron capture. What will be the mass number of the product of this decay?Answer: 126.In electron capture, a proton is converted into a neutron without changing the mass number. Only the atomic number decreases by one. Question 14 Which of the below would be considered sources of electromagnetic radiation? Select all that apply. Source Electromagnetic Radiation? X-ray emitter Yes Gamma decay Yes Both X-rays and gamma rays are high-energy electromagnetic waves. Question 15 How many half-lives would occur after 30 minutes if a radioactive material has a half-life of 10 minutes?Answer: 3 half-lives.Thirty minutes divided by a 10-minute half-life equals three half-life periods. Question 16 A 60 gram sample of a radioactive material has a half-life of 5 years. After 10 years, how many grams of the original radioactive material will remain?Answer: 15 grams. Calculation: Question 17 When polonium-255 decays by positron emission, what is the product?Answer: Bismuth-255.Positron emission converts a proton into a neutron, reducing the atomic number by one without changing the mass number. Question 18 Which of the following examples are proteins? Select all that apply. Biomolecule Protein? Enzymes Yes Antibodies Yes Proteins serve diverse biological functions, including catalysis and immune defense. Question 19 Choose the carbohydrate that is classified as a polysaccharide.Answer: Starch.Polysaccharides are long chains of monosaccharide units. Starch is a major energy-storage polysaccharide in plants. Question 20 Which of the following molecules participate in the formation of fatty ester? Select all that apply. Molecule Role in Ester Formation Fatty acids Provide carboxyl group Glycerol Provides hydroxyl group Fatty esters, such as triglycerides, form through esterification reactions between glycerol and fatty acids. Question 21 If a lipid is classified as a fat, I would expect it to: (select all that apply) Property Present in Fats? Solid at room temperature Yes No C=C double bonds Yes Fats are typically saturated lipids, which lack double bonds and remain solid at room temperature. Question 22 A fragment of the coding strand of DNA reads in part as TAC-CGAGAC-TAG. The code of the template strand would be:Answer: ATG-GCT-CTG-ATC.The template strand is complementary to the coding strand, with base pairing rules: A↔T and C↔G. Question 23 Select the biomolecules that are a part of the transcription process. Select all that apply. Biomolecule Role in Transcription mRNA Carries genetic code DNA Template for mRNA Question 24 What is the term for the process in which a protein is synthesized from mRNA at the ribosomes?Answer: Translation.Translation is the process of decoding mRNA to assemble amino acids into a polypeptide chain. Question 25 Which of the categories of biological macromolecules below contains fat and oils?Answer: Lipids.Lipids are a diverse group of hydrophobic molecules, including fats, oils, waxes, and certain vitamins. Question 26 The level of protein structure that involves the interactions of multiple polypeptide strands to form more complex structures:Answer: Quaternary structure.This level of protein structure is seen in proteins like hemoglobin, where multiple subunits combine to function. Question 27 What is the main role of enzymes in the body?Answer: Act as biological catalysts.Enzymes speed up biochemical reactions by lowering activation energy, making life-sustaining reactions possible. References Brown, T. L., LeMay, H. E., Bursten, B. E., & Murphy, C. (2018). Chemistry: The central science (14th ed.). Pearson. Nelson, D. L., & Cox, M. M. (2021). Lehninger principles of

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date Week 6 Lab: Nuclear Chemistry Objectives The purpose of this lab is to enhance understanding of nuclear chemistry by addressing the following key learning objectives: Introduction to Radioactivity A common misconception is that radioactivity exists only in nuclear power plants. In reality, it is a natural phenomenon occurring all around us. Some atoms are inherently unstable, and their nuclei spontaneously emit radiation as they transform into more stable forms. This process, called radioactive decay, produces alpha particles, beta particles, or gamma rays, each with distinct characteristics. Through the simulation, students observe nuclear behavior at the subatomic level using a holofloor visualization tool. This allows them to examine how protons and neutrons interact, how nuclear stability varies between isotopes, and how each decay type impacts atomic properties. Radioisotopes are produced naturally in stars, artificially in reactors, and during particle interactions. They lose energy over time by emitting radiation until they reach a stable configuration. Understanding these processes is crucial for fields like medicine, archaeology, and energy production. Part 1: Complete Labster Lab – Nuclear Chemistry Purpose 1. Purpose:The aim of this experiment was to identify subatomic particles and the energy changes involved in nuclear reactions, understand the concept of half-life, examine various modes of radioactive decay, and explore applications of radioactive isotopes such as medical imaging and carbon dating. Observations 2. Observations:Three notable observations from the simulation include: Nuclear Decay Effects 3. Complete the table below: Radiation Type Effect on Atomic Number of Product Effect on Number of Protons in Product Effect on Mass Number of Product Alpha particle Decreases by 2 Decreases by 2 Decreases by 4 Beta particle Increases by 1 Increases by 1 No change Gamma particle No change No change No change Positron Decreases by 1 Decreases by 1 No change Electron capture Decreases by 1 Decreases by 1 No change Nuclide Symbols and Nuclear Equations 4. In the space below, use X for the symbol of an element, Z for the atomic number and A for the mass number to write a general nuclide symbol. ZAX^{A}_{Z}X 5. An isotope of strontium has 38 protons and 52 neutrons. What is the nuclide symbol for an atom of this isotope? Nuclide symbol: 3890Sr^{90}_{38}Sr 6. Write the nuclear equation for the gamma decay of fluorine-19. 919F→919F+γ^{19}_{9}F \rightarrow ^{19}_{9}F + \gamma 7. Write the nuclear equation for the positron emission of sodium-23. 1123Na→β++1023Ne^{23}_{11}Na \rightarrow \beta^{+} + ^{23}_{10}Ne 8. Suppose Potassium-41 undergoes electron capture. Write the nuclear equation that represents this process. 1941K+e−→1841Ar^{41}_{19}K + e^{-} \rightarrow ^{41}_{18}Ar Part 2: Half-Life and Medical Imaging Technetium-99m (Tc-99m), used extensively in nuclear medicine, has a short half-life of 6 hours and decays via gamma emission to form Tc-99. This short half-life minimizes patient radiation exposure while still enabling effective imaging. 9a. What percentage of Technetium-99m would remain in your body 24 hours after injection with this radioisotope? CHEM 120 Week 6 Lab: Nuclear Chemistry Formula: A=P×(12)t/hA = P \times \left(\frac{1}{2}\right)^{t/h} Where: A=100×(12)24/6=100×116=6.25%A = 100 \times \left(\frac{1}{2}\right)^{24/6} = 100 \times \frac{1}{16} = 6.25\% Answer: 6.25% remains after 24 hours. 9b. In terms of radiation exposure, why is this short half-life beneficial? A shorter half-life means the isotope decays quickly, reducing the duration of radiation exposure and minimizing the risk of adverse effects such as tissue damage or organ stress. 10a. Write the nuclear equation for the beta decay of Molybdenum-99. 4299Mo→4399Tc+β−^{99}_{42}Mo \rightarrow ^{99}_{43}Tc + \beta^{-} 10b. If you have 50 grams of Molybdenum-99, how many grams will remain after 11 days? Half-life (hh) = 2.75 daysNumber of half-lives: 11/2.75=411 / 2.75 = 4Remaining amount: 50×(12)4=50×116=3.125 g50 \times \left(\frac{1}{2}\right)^{4} = 50 \times \frac{1}{16} = 3.125 \, \text{g} 10c. Would a good solution to the coming shortage of Molybdenum-99 be for hospitals to stockpile large amounts of Molybdenum-99? Why or why not? No. Because Mo-99 has a relatively short half-life, stockpiling would lead to significant decay before use, making it ineffective. Continuous production is necessary to ensure adequate supply for medical diagnostics. Reflection For this reflection, Iodine-131 is considered. This isotope is widely used for both the diagnosis and treatment of thyroid disorders, including thyroid cancer. It is commonly administered orally as a capsule or liquid and is easily soluble in water or alcohol. CHEM 120 Week 6 Lab: Nuclear Chemistry References Centers for Disease Control and Prevention. (2018, April 4). CDC radiation emergencies: Iodine-131. Retrieved from https://www.cdc.gov/nceh/radiation/emergencies/isotopes/iodine.htm

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date OL Lab 9: Building Models of Organic Compounds Learning Objectives The purpose of this laboratory exercise is to enhance understanding of organic compounds by creating virtual molecular models and representing them through extended structural formulas. Specifically, this lab aims to: Organic compounds are chemical substances primarily composed of carbon atoms, often accompanied by hydrogen, oxygen, nitrogen, and occasionally other elements. Carbon’s ability to form diverse covalent bonds results in a vast variety of organic molecules with unique properties. These compounds are foundational to life, constituting most biomolecules (e.g., proteins, lipids, carbohydrates) and many pharmaceutical agents. This exercise involves using the MolView online modeling tool to construct and visualize organic molecules. The hands-on modeling approach deepens understanding of molecular geometry, bonding, and functional groups. Online Modeling Resource: http://molview.org/ Exploration 1: Building Models of Hydrocarbons Hydrocarbons consist solely of hydrogen and carbon atoms. They can exist in multiple forms—linear, branched, or cyclic—and may be saturated, unsaturated, or aromatic. Using MolView, the extended structural formulas for the following hydrocarbons were created and paired with their condensed formulas. Table 1Hydrocarbons and Their Condensed Structural Formulas Compound Condensed Structural Formula Propane CH₃CH₂CH₃ Butane CH₃CH₂CH₂CH₃ Isobutane (CH₃)₃CH Isopentane (CH₃)₂CHCH₂CH₃ Ethylene CH₂=CH₂ Ethyne HC≡CH Cyclohexene C₆H₁₀ Benzene C₆H₆ Propyne CH₃C≡CH Ethane CH₃CH₃ Exploration 2: Identification of Functional Groups Part 2A: Building Functional Groups Functional groups are specific arrangements of atoms within a molecule that determine its chemical reactivity and physical properties. Using MolView, extended structural formulas for the following functional groups were modeled: Part 2B: Functional Group Identification The following table identifies the functional group type and the name of each organic molecule from the given condensed structural formulas. Table 2Identification of Functional Groups in Organic Molecules Condensed Structural Formula Functional Group Organic Molecule Name CH₃CH₂COCH₃ Ketone Butanone CH₃CH₂CHO Aldehyde Propanal CH₃OH Alcohol Methanol CH₃CH₂CH₂CH₂CH₂NH₂ Amine Pentylamine CH₃CH₂CH₂COOH Carboxylic Acid Butanoic Acid Exploration 3: Building Hydrocarbons Containing Functional Groups In this section, organic molecules containing functional groups were modeled virtually. Additionally, propanol and ethanoic acid were combined to produce propyl ethanoate (an ester). Other compounds modeled include: Questions and Answers CHEM 120 Week 5 Lab: Organic Chemistry Table 3Functional Groups and Their Applications Compound Functional Group Application Formaldehyde Aldehyde Used for tissue preservation in biology labs Ethanol Alcohol Utilized as an antiseptic and in hand sanitizers Acetone Ketone Solvent in nail polish removers and cleaning agents Phenol Aromatic Hydroxyl Used in disinfectant sprays and antiseptics Reflection This virtual laboratory activity offered valuable insight into the structures, naming conventions, and functional groups of organic compounds. I learned how to differentiate functional groups based on their placement within condensed structural formulas and how their presence influences a molecule’s reactivity and properties. Visualizing extended structural formulas helped me understand molecular geometry and bond arrangements, while practicing the IUPAC naming system reinforced my grasp of organic nomenclature. Although certain compounds can have multiple accepted names, learning the systematic method makes interpretation more consistent. Understanding ester formation, for instance, clarified how acids and alcohols combine in a specific sequence to yield distinct products. This knowledge directly applies to real-world contexts—such as interpreting chemical safety data sheets (SDS), identifying substances in pharmaceuticals, and recognizing chemicals in environmental monitoring. In professional practice, such skills are crucial for chemical handling, product formulation, and hazard communication. Being able to analyze and identify compounds at a glance can enhance safety, efficiency, and innovation in various scientific and industrial settings. References Brown, W. H., Iverson, B. L., Anslyn, E. V., & Foote, C. S. (2018). Organic Chemistry (8th ed.). Cengage Learning. Bruice, P. Y. (2016). Organic Chemistry (8th ed.). Pearson Education. CHEM 120 Week 5 Lab: Organic Chemistry Solomons, T. W. G., Fryhle, C. B., & Snyder, S. A. (2016). Organic Chemistry (12th ed.). Wiley.

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date OL Lab 7: Ideal Gas Law Learning Objectives By the end of this laboratory session, you should be able to: CHEM 120 Week 4 Lab: Ideal Gas Law and Acids and Bases Introduction The Ideal Gas Law is more than a theoretical concept—it can have real-world applications, including life-saving scenarios. In this lab simulation, learners explore the concept of temperature, absolute zero, and the interdependence of pressure, volume, and temperature through gas thermometry. The activity emphasizes how precise control of these variables can be essential in situations such as transporting organs for transplant, where environmental conditions must be tightly regulated. Explore Your Workbench The first stage involves familiarizing yourself with the equipment used for gas thermometry. Each piece of apparatus plays a critical role in measuring and maintaining pressure and temperature. Understanding the function of each instrument ensures accurate data collection and experimental success. Experiment with Gas Thermometry In this simulation, you will observe how the pressure of an ideal gas changes when cooled from the boiling point of water to the boiling point of liquid nitrogen. Because this is a virtual environment, time can be accelerated to quickly reach equilibrium. This flexibility also allows repeated trials using different gas quantities, ultimately enabling the determination of absolute zero temperature. Application of the Ideal Gas Law After collecting the necessary data, you will apply the Ideal Gas Law equation PV=nRTPV = nRT to calculate unknown variables. This step reinforces the theoretical concepts learned in gas thermometry and shows their practical significance in preserving medical supplies, particularly in high-stakes scenarios like organ transportation. Reporting Back to Paramedics Upon completion of the experiment, findings are reported to paramedics to ensure that the organ remains under optimal pressure and temperature until it reaches the hospital. This step highlights how scientific knowledge directly influences healthcare outcomes. Acidic Life An equally important component of this lab is understanding how acidic and alkaline substances impact our bodies, particularly the pH of blood. Working with a virtual lab assistant, you will test the pH of various solutions, including foods that may be alkaline yet contain acidic components. This section emphasizes that pH balance is crucial for maintaining homeostasis. Salty Mixtures Through mixing acids and bases of varying strengths, you will observe the resulting products, particularly salts formed during neutralization. The simulation allows mistakes to be easily corrected, encouraging experimentation and reinforcing learning through immediate feedback. Corrosive Everyday Chemicals Acids and bases are not just found in laboratories—they exist in household products, nature, and industrial processes. In this simulation, you will measure the acidity of common substances and evaluate their corrosive potential, reinforcing safe handling practices. Part 1: Complete Labster Lab – Ideal Gas Law: Apply to Save a Life 1. Purpose The aim of this experiment was to understand the Ideal Gas Law and its role in describing the relationship among volume, pressure, and temperature of gases. It also involved calculating absolute zero and learning how to use gas thermometry in practical, real-life scenarios. 2. Observations Observation Number Description I Volume changes as the temperature of an ideal gas changes. II Pressure, volume, and temperature are directly related in gases. III Absolute zero remains constant regardless of changes in other variables. 3. Question: If the pressure of a fixed volume of gas decreased in a sealed container, what variable would you think changed? Did this variable increase or decrease?Answer: If the pressure decreases, the temperature also decreases. 4. Question: Why is it important to convert into units of Kelvin before using the Ideal Gas Law?Answer: The Kelvin scale is essential for gas law calculations because it begins at absolute zero, eliminating the possibility of negative temperature values, which ensures accurate proportional relationships in calculations. 5. Question: Using what you learned in this simulation, explain why compressed gas cylinders, such as those found in the hospital, typically contain a warning to not leave in sunlight or expose to heat.Answer: Exposure to heat increases the kinetic energy of gas molecules, which raises the internal pressure of the cylinder. Excessive pressure can cause the cylinder to rupture or explode, posing significant safety hazards. Part 2: Complete the Labster Lab – Acids and Bases 1. Question: In your own words, describe how to determine which substance acts as an acid and which substance acts as a base in the forward direction of the following reaction: H₂S + H₂O ⇌ H₃O⁺ + HS⁻Answer: The acid is the substance that donates a proton (H⁺), and the base is the substance that accepts it. In this reaction, H₂S donates a proton to H₂O, making H₂S the acid and H₂O the base. H₂O becomes H₃O⁺ after accepting the proton, while H₂S becomes HS⁻ after donating it. 2. Question: Predict the two products of the following neutralization reaction and label each product using acid/base terminology: HCl + RbOH → ?Answer: The products are RbCl (a salt) and H₂O (water). In this reaction, HCl is the acid, and RbOH is the base. 3. Question: In your own words, describe the relationship between proton (H⁺) concentration, and pH.Answer: pH is inversely related to proton concentration. When the concentration of H⁺ increases, the pH value decreases, indicating a more acidic solution. Conversely, lower H⁺ concentration corresponds to higher pH and greater basicity. 4. Reflection From this simulation, I learned several key points: These concepts are directly relevant to a healthcare career, especially in nursing or clinical laboratory work. For instance, knowing how gases behave under different temperatures and pressures helps manage medical oxygen tanks safely. Similarly, understanding acid–base chemistry aids in preparing correct medication dosages and preventing harmful pH shifts in patients. References Atkins, P., & De Paula, J. (2018). Physical chemistry (11th ed.). Oxford University Press. Zumdahl, S. S., & Zumdahl, S. A. (2020). Chemistry: An atoms first approach (3rd ed.). Cengage Learning. CHEM 120 Week 4 Lab: Ideal Gas Law and Acids and Bases Petrucci, R. H., Herring, F. G., Madura, J. D., & Bissonnette, C. (2017). General chemistry: Principles and modern applications (11th ed.). Pearson.

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date CHEM120 Practice – Solution Chemistry This section presents a series of solution chemistry problems, each demonstrating practical applications of concentration calculations, molarity, dilutions, and osmolarity concepts. The solutions are calculated step-by-step with explanations for clarity. Where applicable, the results are presented in both paragraph explanations and table format for easy reference. 1. Percent Concentration of an NH₄OH Solution Question:Calculate the percent by volume (% v/v) of a solution prepared by dissolving 22.5 mL of ammonium hydroxide (NH₄OH) into enough water to make 500 mL of solution. Answer:The percent by volume is determined using the equation: %v/v=Total volume of solutionVolume of solute​×100 Substituting values: %v/v=22.5 mL500 mL×100=4.50%\% v/v = \frac{22.5 \text{ mL}}{500 \text{ mL}} \times 100 = 4.50\%%v/v=500 mL22.5 mL​×100=4.50% Result: The concentration is 4.50% v/v NH₄OH. 2. Properties of a Sodium Hydroxide Solution Question:A 2.5 L solution is prepared by dissolving 77.7 g of sodium hydroxide (NaOH) in water.a) Identify the solute.b) Calculate the mass/volume percent concentration.c) Calculate the molarity of the solution. Answer: a) Solute Identification The solute in this case is NaOH (solid sodium hydroxide). b) Percent Concentration (m/v %) Formula: %m/v=Mass of solute (g)Volume of solution (mL)×100\% m/v = \frac{\text{Mass of solute (g)}}{\text{Volume of solution (mL)}} \times 100 Substitution: %m/v=77.7 g2500 mL×100=3.11%\% m/v = \frac{77.7 \text{ g}}{2500 \text{ mL}} \times 100 = 3.11\% c) Molarity Molar mass of NaOH = 40.00 g/mol Moles of NaOH=77.7 g40.00 g/mol=1.94 mol\text{Moles of NaOH} = \frac{77.7 \text{ g}}{40.00 \text{ g/mol}} = 1.94 \text{ mol} Molarity=1.94 mol2.5 L=0.777 M\text{Molarity} = \frac{1.94 \text{ mol}}{2.5 \text{ L}} = 0.777 \text{ M} Summary Table: Property Value Solute NaOH Percent Concentration (m/v %) 3.11% Molarity 0.777 M 3. Molarity and Osmolarity of an FeCl₃ Solution Question:A solution is prepared by dissolving 5.3 g of ferric chloride (FeCl₃) into enough water to make 100 mL of solution.a) Calculate the molarity.b) Calculate the osmolarity. Answer: a) Molarity Molar mass of FeCl₃ = 162.20 g/molVolume in liters = 0.100 L Moles of FeCl₃=5.3 g162.20 g/mol=0.0327 mol\text{Moles of FeCl₃} = \frac{5.3 \text{ g}}{162.20 \text{ g/mol}} = 0.0327 \text{ mol} Molarity=0.0327 mol0.100 L=0.327 M\text{Molarity} = \frac{0.0327 \text{ mol}}{0.100 \text{ L}} = 0.327 \text{ M} Rounded to 0.32 M FeCl₃. b) Osmolarity Since FeCl₃ dissociates into 1 Fe³⁺ ion and 3 Cl⁻ ions (total of 4 particles): Osmolarity=0.32 M×4=1.28 osmol/L\text{Osmolarity} = 0.32 \text{ M} \times 4 = 1.28 \text{ osmol/L} Summary Table: Property Value Molarity 0.32 M Osmolarity 1.28 osmol/L 4. Dilution of HNO₃ Solution Question:How many milliliters of a 1.2 M nitric acid (HNO₃) solution can be made from 10 mL of a 14 M HNO₃ stock solution? Answer: Using the dilution equation: C1V1=C2V2C_1V_1 = C_2V_2 V2=C1×V1C2=14 M×10 mL1.2 M=116.67 mLV_2 = \frac{C_1 \times V_1}{C_2} = \frac{14 \text{ M} \times 10 \text{ mL}}{1.2 \text{ M}} = 116.67 \text{ mL} Result: Approximately 117 mL of 1.2 M HNO₃ can be prepared. 5. Molarity After Dilution of H₂SO₄ Question:What is the molarity of a sulfuric acid (H₂SO₄) solution prepared by diluting 25 mL of a 3.5 M stock solution to a final volume of 250 mL? Answer: C1V1=C2V2C_1V_1 = C_2V_2 C2=3.5 M×25 mL250 mL=0.35 MC_2 = \frac{3.5 \text{ M} \times 25 \text{ mL}}{250 \text{ mL}} = 0.35 \text{ M} Result: The diluted solution has a molarity of 0.35 M H₂SO₄. 6. Concentration After Volume Increase (Saline Solution) Question:A 20% saline solution (100 mL) is diluted to a final volume of 500 mL. What is the new concentration? Answer: C2=20%×100 mL500 mL=4.0%C_2 = \frac{20\% \times 100 \text{ mL}}{500 \text{ mL}} = 4.0\% Result: The new concentration is 4.0% saline. 7. Preparing a Diluted Ethanol Solution Question:How many milliliters of a 25% ethanol solution are needed to prepare 1 L of a 2% ethanol solution? Answer: C1V1=C2V2C_1V_1 = C_2V_2 V1=2%×1 L25%=0.080 L=80 mLV_1 = \frac{2\% \times 1 \text{ L}}{25\%} = 0.080 \text{ L} = 80 \text{ mL} Result: 80 mL of 25% ethanol is required. References Brown, T. L., LeMay, H. E., Bursten, B. E., Murphy, C., Woodward, P., & Stoltzfus, M. W. (2021). Chemistry: The central science (15th ed.). Pearson. Zumdahl, S. S., & Zumdahl, S. A. (2020). Chemistry (11th ed.). Cengage Learning. CHEM 120 Week 3 Solution Chemistry Calculations Atkins, P., Overton, T., Rourke, J., Weller, M., & Armstrong, F. (2018). Shriver & Atkins’ inorganic chemistry (6th ed.). Oxford University Press.

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date CHEM120 – Week 2 Discussion: Atomic Structure Part 1: Selected Molecule – Morphine (C₁₇H₁₉NO₃) Among the vast range of molecules present in healthcare, industry, and natural sources, the focus of this discussion is morphine, a compound with the molecular formula C₁₇H₁₉NO₃. Morphine is a well-known narcotic analgesic widely used for managing severe and persistent pain, particularly in post-surgical care, cancer treatment, and palliative care settings. The drug primarily acts within the central nervous system (CNS) by binding to opioid receptors in the brain and spinal cord, altering the perception and emotional response to pain. This leads to a reduced sensation of discomfort, even in cases where the underlying cause remains. Morphine is classified as an opiate alkaloid, a type of naturally derived organic compound obtained primarily from the opium poppy (Papaver somniferum). While naturally occurring, it is sometimes processed into semi-synthetic derivatives for medical use. Its classification as an organic compound stems from its carbon-based molecular structure, typical of biologically derived substances (National Center for Biotechnology Information, 2020). In terms of administration, morphine can be delivered in various forms: Its versatility in dosage forms enables healthcare providers to tailor treatment based on patient needs and medical conditions. However, due to its high potential for dependence and abuse, morphine use is closely monitored under controlled substance regulations. Part 2: Understanding Ionic Compounds, Covalent Compounds, and Polyatomic Ions Chemical compounds can be categorized into different types depending on the nature of the bonding between atoms. Three significant categories are ionic compounds, covalent compounds, and polyatomic ions. Ionic Compounds Question: What are ionic compounds, and can you provide examples? Answer: Ionic compounds are formed when atoms transfer electrons, typically between a metal and a nonmetal. This electron transfer results in the formation of oppositely charged ions that are held together by strong electrostatic forces. A common example is sodium chloride (NaCl), where sodium donates an electron to chlorine, producing Na⁺ and Cl⁻ ions. Another example is magnesium oxide (MgO), in which magnesium transfers electrons to oxygen, forming Mg²⁺ and O²⁻ ions. Covalent Compounds Question: What are covalent compounds, and can you give examples? Answer: Covalent compounds are created when two or more nonmetal atoms share electrons to achieve stable electron configurations. These shared electrons reside in the atoms’ outermost shells, known as valence shells. An example is ammonia (NH₃), where nitrogen shares electrons with hydrogen atoms. Another well-known covalent compound is water (H₂O), in which oxygen shares electrons with hydrogen atoms, resulting in a stable molecular structure. Polyatomic Ions Question: What are polyatomic ions, and can you provide examples? Answer: Polyatomic ions consist of two or more covalently bonded atoms that act as a single charged entity. Unlike monatomic ions, these ions maintain internal covalent bonds but have an overall net charge. For example, sodium hydrogen carbonate (NaHCO₃), commonly known as baking soda, contains the polyatomic ion HCO₃⁻. This ion behaves as a single charged particle in chemical reactions. Table: Summary of Compound Types and Examples Compound Type Bonding Mechanism Example Chemical Formula Ionic Compound Electron transfer between metal and nonmetal Sodium chloride NaCl Ionic Compound Electron transfer between metal and nonmetal Magnesium oxide MgO Covalent Compound Electron sharing between two or more nonmetals Ammonia NH₃ Covalent Compound Electron sharing between two or more nonmetals Water H₂O Polyatomic Ion Covalently bonded atoms acting as a charged particle Sodium hydrogen carbonate NaHCO₃ References National Center for Biotechnology Information. (2020). PubChem Compound Summary for CID 5288826, Morphine. Retrieved September 9, 2020, from https://pubchem.ncbi.nlm.nih.gov/compound/Morphine CHEM 120 Week 2 Discussion on Atomic Structure and Morphine

Student Name Chamberlain University CHEM-120 Intro to General, Organic & Biological Chemistry Prof. Name Date OL Lab 1: Chemistry Safety and Atomic Structure – Assessing the Possibility of Life on Other Planets Learning Objectives The primary goals of this laboratory session are as follows: Chemistry Safety and Laboratory Hazards Dangers in the Laboratory Laboratories contain a wide variety of hazardous chemicals, each posing potential risks to human health and the environment. Identifying these hazards is a critical first step in experimental planning. Some common hazards include: Hazard Type Example Chemicals Potential Risks Preventive Measures Corrosive Agents Hydrochloric Acid Burns to skin, eyes, and respiratory tract PPE, fume hood, careful handling Flammable Liquids Ethanol, Acetone Fire and explosion risks Keep away from ignition sources, proper storage Toxic Substances Mercury Compounds Systemic poisoning, neurological effects Minimize exposure, use appropriate containers Reactive Chemicals Sodium, Peroxides Violent reactions with water or air Store in inert atmosphere, avoid contact with water Atoms and Subatomic Particles Atoms are the basic units of matter, composed of three main subatomic particles: Particle Charge Location in Atom Relative Mass Proton +1 Nucleus ~1 atomic mass unit Neutron 0 Nucleus ~1 atomic mass unit Electron -1 Orbitals around the nucleus ~1/1836 of a proton In the Atomic Structure simulation, learners explore how altering the number of electrons changes the charge of an atom, creating cations (positively charged) or anions (negatively charged). Identifying Elements from the Periodic Table During the simulation, participants are virtually transported to an exoplanet to collect rock samples. Upon return to the lab, the properties of these samples are analyzed using the periodic table for elemental identification. Understanding Isotopes Isotopes are variants of the same element with identical numbers of protons but different numbers of neutrons. For example: Isotope of Carbon Protons Neutrons Mass Number Carbon-12 6 6 12 Carbon-14 6 8 14 The Quantum Model and Quantum Numbers The quantum mechanical model describes the behavior of electrons around the nucleus using four quantum numbers: Part 1: Chemistry Safety Lab Questions and Answers 1. Look up an MSDS of the chemical HCl. What are the major hazards and what precautions would you take when handling this chemical?Hydrochloric acid (HCl) is highly corrosive to skin, eyes, and respiratory tissue. Inhalation or ingestion can be fatal. Prolonged exposure may erode dental enamel. It is also corrosive to metals. Safety measures include: 2. Why is proper waste disposal important in a lab setting?Proper waste disposal prevents hazardous chemical accumulation, reduces environmental contamination, and ensures the safety of personnel. Incorrect disposal may cause dangerous chemical reactions or pollute water sources. 3. Why is the proper usage of personal protective equipment (PPE) key to a safe lab experience?PPE serves as a physical barrier against harmful substances. Correct and consistent use minimizes direct exposure to chemicals, prevents injuries, and ensures compliance with safety regulations. Part 2: Atomic Structure Lab Questions and Answers 1. Purpose: Describe in complete sentences and in your own words, the purpose of this experiment.The purpose of this lab is to investigate the chemical composition of an exoplanet’s environment and determine whether it could support life. This is achieved by collecting samples, analyzing their elemental content, and interpreting atomic structure principles. CHEM 120 Week 1 Lab Report 2. Observations: Record three observations from the simulation. Observation No. Description 1 Samples from various locations differed in color and chemical composition. 2 A gray/white rock reacted with a reagent, confirming the presence of carbon. 3 Ion charge depends on electron gain or loss (anions gain, cations lose). 3. In your own words, explain the terms below: 4. Describe the three subatomic particles that make up atoms. 5. You have an atom of carbon with a mass number of 14. Determine the number of protons, neutrons, and electrons you would expect this atom to possess. 6. Reflection: This experiment reinforced understanding of atomic composition, isotopes, and ions, and applied these concepts to astrobiology. The detection of carbon and water on an exoplanet suggests possible habitability. In real-world contexts, such skills are critical for environmental monitoring, pharmaceutical development, and radiological medicine. For example, knowledge of isotopes is essential in nuclear medicine for diagnostic imaging and cancer therapy, while ion chemistry is central to developing safe chemical products. References American Chemical Society. (2020). Safety in academic chemistry laboratories (8th ed.). Washington, DC: ACS. National Institute for Occupational Safety and Health (NIOSH). (2021). Hydrochloric acid: Chemical hazard information. U.S. Centers for Disease Control and Prevention. CHEM 120 Week 1 Lab Report Zumdahl, S. S., & Zumdahl, S. A. (2020). Chemistry: An atoms first approach (3rd ed.). Cengage Learning.